EDU 330 GCU Social Injustice and Cultural Identifiers Research Paper Social Injustice and Cultural Identifiers Research Paper For this assignment, you w | Course Hero

EDU 330 GCU Social Injustice and Cultural Identifiers Research Paper Social Injustice and Cultural Identifiers Research Paper

For this assignment, you will submit the final version of your 750-1,000 word research paper on a controversial topic involving a cultural identifier and the implications for K-12 public education. Be sure to consider the feedback provided by your peers and your faculty member on the rough draft you submitted in Topic 4.

Using a minimum of three scholarly journal articles from the last 3 years complete your paper so that it addresses the following:

Describes the cultural identifiers discussed in the articles.
Summarizes the historical background of the cultural identifiers and associated controversial topic in K-12 education.
Identifies 2-3 arguments presented for and 2-3 arguments against the issue.
Discusses associated injustices arising from the issue, including how teachers and students are affected by the cultural identifiers and associated controversial topic
Explains solutions you recommend implementing to remedy the associated injustices, and why you selected them.
Concludes by identifying where you fall on the cultural competence continuum in relation to the issue, including your commitment to understanding others’ frames of reference (e.g., culture, gender, language, abilities, ways of knowing), in order to reduce personal biases and improve relationships with colleagues, students, and students’ families.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Course Code
EDU-330
Class Code
EDU-330-O500
Criteria
Content
Percentage
100.0%
Historical Background
25.0%
Arguments and Associated Injustices
25.0%
Solutions
20.0%
Conclusion
5.0%
Thesis Development and Purpose
5.0%
Argument Logic and Construction
5.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Paper Format (use of appropriate style for the
major and assignment)
5.0%
Research Citations (in-text citations for
paraphrasing and direct quotes, and reference
page listing and formatting, as appropriate to
assignment)
5.0%
Total Weightage
100%
Assignment Title
Social Injustice and Cultural Identifiers Research Paper
No submission (0.00%)
Not addressed.
Not addressed.
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Not addressed.
Total Points
200.0
Insufficient (65.00%)
Presents a shallow historical background of a controversial
issue involving cultural identifiers and K-12 education and/or
fails to support by current research.
Presents a shallow or unclear discussion of positions for and
against the controversial issue presented, and/or fails to offer
accurate or clear evidence of associated injustices. Claims are
inadequately supported by current research.
Any solutions recommended are inappropriate or
indiscernible for addressing the presented issue and are
inadequately supported by current research.
The conclusion fails to show evidence of your interest in
understanding others frames of reference in order to reduce
personal biases and improve relationships with colleagues,
students, and students families.
Thesis or main claim are insufficiently developed or vague;
purpose is not clear.
Sufficient justification of claims is lacking. Argument lacks
consistent unity. There are obvious flaws in the logic. Some
sources have questionable credibility.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice
and/or sentence construction are used.
Template is missing key elements or includes pervasive
errors. A lack of control with formatting is apparent.
Reference page is present. Citations are inconsistently used
with numerous formatting errors present.
Approaching (75.00%)
The paper simply, but accurately, describes the historical
background of a controversial issue involving cultural
identifiers and K-12 education. Description is generally
supported by current research.
Nominally discusses positions for and against the
controversial issue presented. Evidence of associated
injustices, including how teachers and students are affected,
is minimally detailed. Claims are generally supported by
current research.
Solutions recommended for addressing the presented issue
appear appropriate, but are lacking meaningful detail.
Solutions are somewhat supported by current research.
Mistakenly identifies some key stakeholders and/or
mistakenly places them on the cultural continuum and/or
omits a rationale regarding the placement.
Thesis or main claim are apparent and appropriate to
purpose.
Argument is orderly, but may have a few inconsistencies. The
argument presents minimal justification of claims. Argument
logically, but not thoroughly, supports the purpose.
Introduction and conclusion bracket the thesis. Sources used
are credible and generally support the claim.
Some mechanical errors or typos are present, but are not
overly distracting to the reader. Correct and varied sentence
structure and audience-appropriate language are employed.
Appropriate template is used, and formatting is correct,
although some minor errors may be present.
Reference page is included and lists sources used in the
paper. Sources are appropriately documented, although
some errors may be present.
Acceptable (85.00%)
The paper includes a clear, detailed historical background of a
controversial issue involving specific cultural identifiers and K12 education, supported by current research.
Clearly describes positions for and against the controversial
issue presented, and offers evidence of associated injustices,
including how teachers and students are affected. Arguments
and injustices are clearly supported by current research.
Recommends one or more reasonable solutions for the
presented issue. Solutions are clearly supported by current
research.
The conclusion shows clear evidence that you are committed
to understanding others frames of reference in order to
reduce personal biases and improve relationships with
colleagues, students, and students families.
Thesis or main claim are clear and forecast the development
of the paper. It is descriptive and reflective of the arguments
and appropriate to the purpose.
Argument shows logical progressions. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are
authoritative and clearly support the claim.
Prose is largely free of mechanical errors, although a few may
be present. The writer uses a variety of effective sentence
structures and figures of speech.
Appropriate template is fully used; There are virtually no
errors in formatting style.
Reference page is present and fully inclusive of all cited
sources. Documentation is appropriate and appropriate style
is usually correct.
Target (100.00%)
The paper includes a thorough, skillfully described historical
background of a controversial issue involving cultural
identifiers and K-12 education, well-supported by current,
high-quality research sources.
Skillfully articulates positions for and against the controversial
issue presented. Offers compelling and persuasive evidence
of associated injustices, including how teachers and students
are affected. Arguments and injustices are well-supported by
current, high-quality research sources.
Convincingly recommends one or more sensible solutions for
the presented issue. Research is well-suited for justifying
recommendations.
Accurately identifies key stakeholders and appropriately
places them on the cultural continuum with a sound and
thoughtful rationale regarding the placement.
Thesis or main claim is comprehensive. The essence of the
paper is contained within the thesis. Thesis statement makes
the purpose of the paper clear.
Clear and convincing argument that presents a persuasive
claim in a distinctive and compelling manner. All sources are
authoritative and thoroughly support the claim.
Comments
Writer is clearly in command of standard, written, academic
English.
All format elements are correct.
In-text citations and a reference page are complete. The
documentation of cited sources is free of error.
Points Earned
Racism in the K-12 Education System
GCU EDU 330
Constance Clay
June 28, 2020
Introduction
Racism has existed since the first African slaves were shipped into the country as the
European settlers displaced the existing native Americans. According to Noltemeyer, Mujic &
McLoughlin (2012), in the early 1800s, native Indians, African Americans, and Chinese
American children were segregated from Caucasians. However, African Americans were the
most affected by the racism practice in the country before the civil war. After the civil war, the
Fourteenth Amendment was passed that gave African Americans automatic citizenship and
abolished slavery in the country. Even though segregation of schools is illegal in America,
racism still manifests in the schools in terms of policies, and how teachers relate with the
students.
Cultural identifiers in the articles
The cultural identifier discussed is race. According to Kohli, Pizzaro & Nevárez (2017), racism
is still prevalent in K-12 schools in various ways. Even though racism might not be visible in
schools, Kohli, Pizzaro & Nevárez (2017) argues that racism manifests in the policies that have
been implemented in schools that are not friendly to students to color. Another manifestation of
racism is in the language policies that impose English as the only language of instruction and
hence disadvantaging immigrants. The use of one language affects the students as it makes them
feel their uniqueness is not appreciated.
Historical background of racism in schools
The passage of Jim Crow laws led to the segregation of blacks from whites in the
country. This marked the beginning of institutionalized racism in America that disadvantaged
blacks in the country. The passage of the Jim Crow laws led to the creation of separate schools
for blacks and whites in the country until 1954, when the US Supreme Court outlawed
segregation in schools. The Supreme Court ruling led to the desegregation of schools in America.
Despite the progress made in integrating schools in America, there are still a few instances of
racism in American schools. Kohli, Pizzaro & Nevárez (2017) assert that in 2015, a police
officer slammed the head of a high school black girl on the ground as a form of disciplining the
student. The act was primarily viewed as racist since the police treat African Americans
violently. According to Kohli, Pizzaro & Nevárez (2017), racism is nowadays maintained as
white privilege, and even though it is not always achieved through physical violence like in the
past, it is nowadays a form of symbolic power.
Arguments for and against racism in schools
Those who support racism in schools argue that the white race is superior while the rest
are inferior races. This argument is about maintaining the status quo that has been affecting the
racial integration in the country from the Jim Crow era. Another argument is that black students
are violent. The majority of black students have high chance of being suspended, making people
think that blacks are violent and lack discipline. One argument against racism is that it affects the
performance of the student. Weir (2016) says that in 2014, white students had a graduation rate
of 87% while black students had 73%. The disparity in the graduation rate implies that racism in
K-12 affects the academic performance of students. Another argument against racism in K-12 is
that it exposes black students to the juvenile justice system. Black students in K-12 are 3.8 times
more than white students from being punished. Black students are often labeled as
troublemakers, and after being suspended from school, the students are more likely to drop,
which increases their chances of being in trouble with the justice system.
Associated injustice arising from racism
Racism affects the academic performance of students. Becares & Priest (2015) says that
students from ethnic minority often perform poorly as the social stereotypes affect their
academic performance. When teenagers reach adolescence, racial stereotypes affect them as they
can endorse racial stereotypes; this can affect their performance. Another impact of racism is that
it affects the mental health of the students. Masko (2014) says that students who experience
racism are likely to have symptoms of mental disorders like attention deficit, depression, and
conduct disorders. Another effect of racism is that it leads to a loss of jobs. Kohli, Pizarro &
Nevarez (2017) says that in New Orleans, black teachers have lost jobs to white teachers in
charter schools. In an attempt to maintain whiteness in schools, charter schools funded by white
philanthropists have emerged, and the majority of the teachers are white. This reduces the
chances of black teachers getting employment in charter schools.
Recommended solutions
One way of reducing racism in K-12 schools is by educating teachers on racial matters.
Often, the ignorance that teachers have on racial matters affects leads to them practicing the vice
without their knowledge. Empowering teachers on how to handle racial mattes improve their
capabilities in handling racial issues impartially and hence promotes co-existence. Another
remedy is using multicultural books in the classroom. According to Masko (2014), multicultural
books enable teachers to have meaningful conversations with students on racial issues and,
hence, help them appreciate the uniqueness of cultures surrounding them.
Conclusion
In the continuum, I consider myself pre-competent on racial issues. I was raised in a
neighborhood where the majority of the residents were people from my race. While growing up,
I heard a few stereotypes concerning people of other races, and I have used some of these
stereotypes in my life. Through reading and researching, I have learned that all races are equal.
This understanding is essential as it enables me to treat students, parents, and colleagues without
bias. I will, however, continue to research the aspects of other races and ethnicities to minimize
biases.
References:
Bécares, L., & Priest, N. (2015). Understanding the influence of race/ethnicity, gender, and class
on inequalities in academic and non-academic outcomes among eighth-grade students: findings
from an intersectionality approach. PloS one, 10(10), e0141363.
Kohli, R., Pizarro, M., & Nevárez, A. (2017). The “new racism” of K–12 schools: Centering
critical research on racism. Review of research in education, 41(1), 182-202.
Masko, A. (2014). Racism and Mental Health: Are Schools Hostile Learning Environments for
Students of Color? Language Arts Journal of Michigan, 30(1), 13.
Noltemeyer, A. L., & Mcloughlin, C. S. (2012). Disproportionality in education and special
education: A guide to creating more equitable learning environments. Charles C Thomas
Publisher.
Weir, K. (2016, November). Inequality at school. Monitor on Psychology, 47(10).
http://www.apa.org/monitor/2016/11/cover-inequality-school

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